Glenn Doman’s Adapted Method for Teaching Your Baby to Read
Adapted learning method
Teaching even younger babies to read: the new experience.
In the experience that I have developed with my three children, I created an Adapted
learning method based on the first four steps described by Glenn Doman:
– Visual differentiation (how to prepare the material);
– The appropriate vocabulary (cards that reflected the daily reality of the baby);
– The vocabulary of the familiar environment (which reflected the objects that the
baby came into contact with at home, for their daily interactions), and
– The vocabulary to build sentence structures (articles, prepositions and
adjectives).
No sentences were entered as suggested by the Doman method for the fifth step. Tea
other steps, including 5, were omitted in our experience, due to our
circumstances, as the babies’ own preferences suggested that these steps
be skipped, indicating what the brain needed or did not need to experience. when you drink them
he finished reading all the vocabulary, he also knew the alphabet and had already read
primary books, traffic lights and billboards on the streets.
However, the assimilation process of the reading was global, since steps 5, 6 and 7 of
Doman’s method was introduced simultaneously in steps 1, 2, 3, and 4. To explain
Better yet, while I was playing the card game with the babies, the whole family
showed them reading as an object and how reading was presented circumstantially
in a community context (on TV, the media, and road signs).
The brain itself created mechanisms to find similarities and differences between
some letters and others and some words and others.
As the process of stimulation in a familiar environment ran its course, the
infants’ assimilation of words that reflected their accommodation of
contents ended up resulting in object connections and the objects
representations, at such an impressive speed that when the babies were two years old
old, already knew how to read and showed a passion for the game of
reading. The babies also showed that they were ready to write. By himself
pleasurable process, which they felt while playing with an object until they got tired of
that, babies played with words. However, the difference became that the words were
part of a very vast grouping, which led babies to combine them, discover them,
and the game continued until the babies proved that they could
integrate it.
We realize that this learning game will never end as it started as
as soon as with a baby, the human being will tend to try to handle it completely
existence.
This then leads us to say that teaching children to read only at 6 years of age is
take away the opportunity to discover the learning game of
reading at the stage where you might have the best experience: at the earliest age,
when the brain elaborates its first mental schemes, and in which the brain
activities were not yet restricted in their development within the natural environment and
potential prospects.
It is very easy to establish the systematics of the method of how to teach a baby how to
read and wait for each phase of development to happen exactly as we expect. That
it is known that only the intention of parents to teach their children to read
early, they can already result in facts that would better distinguish their children from
those who did not try it. Even the most disorganized attempt will produce observable results.
results, which are the most positive and encouraging results, it is worth
highlighting! The procedure adopted must be very disastrous or complicated not
to give results. From the simplicity of this initiative, it is already possible to obtain
better results than if one started teaching the child only at 6 years of age. At six,
It’s too late! Curiosity and the motivational potential of the brain
By then it will be deactivated. The later you start, the more difficult the task of teaching
teach the child to read.
Glenn Doman, in his book “How to teach your baby to read”, affirms that the child
before the age of 5 is capable of absorbing an enormous amount of information and
you can accept information at an incredible rate. He says that the more information you have
child receives before turning 5 years of age, the maximum that he retains; plaster
the child has tremendous amounts of energy for such. On top of that, the boy in
this age group has a great desire to learn. can learn to read and wants
to learn to read.
In my experience, I found that the most important factor when starting the
process is to be sure that parents will have the right attitude and
focus, or better, keep the enthusiasm; and that the father must
Do not push or delay the steps to present the information to the baby. The other
factor is to be attentive to the size, format and order of presentation of the material
to be read by baby.
It is also important to observe when to start each reading session and
when to finish it. To start the session, the most appropriate time is every moment in
that the baby is in a good mood. Do not take him to read when he is in a bad mood, crying,
or dissatisfied. The activity of playing should be joyful and playful for both the baby
And the father
The moment of finishing the activity of playing – which is the main motivation of the method,
It must be before the baby loses interest, so that in this way we can guarantee that the
the baby will want to repeat the activity and live the moment of happiness of being with
the father. During this time, the baby enjoys the company of the parents and plays
with new knowledge and information. You need to know exactly what baby
is thinking, or better, to know his reaction to stop each session before
your desire to do so. The reader must imagine that this is impossible to do.
But it’s not like that. After a few sessions, it is possible to perceive exactly when it is time
to distance the baby from the card. If you have more than one baby, you will see
that everyone has their own rhythm, as I have verified with mine.
Dr. Eliane Leao
Adapted learning method (c) 2006
http://www.bebe-puede-leer.com
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